Falsification testing for usability inspection method assessment

We need more reliable usability inspection methods (UIMs), but assessment of UIMs has been unreliable [5]. We can only reliably improve UIMs if we have more reliable assessment. When assessing UIMs, we need to code analysts’ predictions as true or false positives or negatives, or as genuinely missed problems. Defenders of UIMs often claim that false positives cannot be accurately coded, i.e., that a prediction is true but has never shown up through user testing or other validation approaches. We show this and similar claims to be mistaken by briefly reviewing methods for reliable coding of each of five types of prediction outcome. We focus on falsification testing, which allows confident coding of false positives

Promoting inclusion instead of exclusion : the effectiveness of school wide behavioural interventions and a rich account of school staffs' perspectives

D.App.Ed.Psy ThesisAims - Disciplinary exclusion from school is one response to the challenge of behaviour that is perceived as disruptive. School exclusion may play a part in interrelated social issues. Much research has viewed disruptive behaviour as a problem arising from within children. However, what happens in the school environment may have important influences on exclusion. This systematic review aims to explore the effectiveness of school wide behavioural interventions for reducing disciplinary exclusion in primary schools. Method - Petticrew and Roberts’ systematic review procedure was followed. A database search, reference harvesting, grey literature search and hand search were carried out. Study quality was assessed using the EPPI-centre Weight of Evidence tool. Findings - Eight studies were identified for in-depth review. Seven of these studies were conducted in the USA, and five implemented school wide positive behaviour intervention and supports. Small effects of the interventions for the reduction of exclusion were reported in the majority of studies. Study quality ranged from low to high. Limitations The ecological approach taken by the majority of studies made it difficult to know whether effects seen were determined by changes to whole school systems. Additionally, studies reported only exclusion rates as outcome data, and therefore possibly captured only part of the picture regarding the impact of the interventions studied. Conclusions - Intervening in school wide behavioural approaches in ways that support the school environment from an ecological perspective, and are positive and preventative may contribute to a reduction in the use of exclusion in primary schools. However, the evidence was not overwhelmingly convincing

Science Cafe: Conversation and Coffee at the Library

In 2007 a task force was convened by Cal Poly\u27s Provost to envision The Future of the Library. One of the top recommendations of this report was that the Kennedy Library should foster the concept of “the library as place.” The report stated that “the library needs to be an active space that meets a multitude of academic and social needs,” and recommended that Cal Poly “renovate and expand the library as a multi-use, social and academic center of campus”. This poster will explore the ways that the Kennedy Library has accomplished this, focusing in particular on its Science Café initiative, intended to encourage social and intellectual engagement on campus

Developing culturally competence in caring for people with mental health conditions

Adult nurses working in diverse environments will come into contact with people who happen to have a mental illness diagnosis. A lack of opportunity to develop specific skills, or a lack of confidence in approaching people who may behave in unfamiliar or challenging ways can result in adverse care experiences for patients. Person critical reflection, confidence building and specific knowledge can assist adult nurses in meeting this need

On virtual auras:The cultural heritage object in the age of 3D digital reproduction

Making three-dimensional (3D) models for public-facing cultural heritage applications currently concentrates on creating digitised models that are as photo-realistic as possible. The virtual model should have, if possible, the same informational content as its subject, in order to act as a ‘digital surrogate’. Many cultural heritage objects have, to borrow an old term, aura: an affectual power to engender an emotional response in the viewer. The term ‘digital surrogate’ is commonly used when talking about 3D models in cultural heritage applications. Exploring the meaning of this term is highly valuable. The E-Curator project and subsequent work by Mona Hess has demonstrated the potential for 3D scanning technology for professional cultural heritage (CH) purposes and there are clear advantages to working in the digital realm. Visitors to CH institutions—members of the public with no privileged access to the exhibits—will have a very different experience to that of a CH professional

Enhanced electron-magnon scattering in ferromagnetic thin films and the breakdown of the Mott two-current model

Electron-magnon spin-flip scattering in thin films was studied by investigating the thickness dependence of the anisotropic magnetoresistance (AMR) effect and spin-wave stiffness. The absolute resistivity change due to the AMR effect (Δρ) in Ni, Ni:V, and Ni:Cr doped films reduced with film thickness. This loss of AMR is due to enhanced spin-flip scattering, dropping at the same thickness irrespective of dopant. The spin-wave stiffness reduced at the same thickness, confirming enhanced electron-magnon spin-flip scattering. The AMR ratio was fitted with a simple model, in which thickness dependence was included in a spin mixing resistivity term. This analysis gives insight into the fundamental contribution of magnon scattering to the resistivity in thin films, which ultimately has relevance to spin coherence in spintronic devices

An exploration of the experience of self-doubt in the coaching context and the strategies adopted by coaches to overcome it

This study explores the experience of self-doubt in coaching, and strategies adopted to overcome it. A phenomenological approach is used to explore the lived experience of self-doubt with eight participants. Four of the participants are clients who have been coached in self-doubt, and four are coaches who have worked with clients in addressing issues of self-doubt. Key results include the suggestion that self-doubt is a work-related phenomenon; that it is an emotional experience based on a perception of lack of abilities to perform at work to a satisfactory level; and that men raise it later in their coaching programme than women. The results also suggested that an important element in coaching clients in overcoming self-doubt is the expression of warmth and positive support from coaches, and that coaches benefit in a similar way from being in supervision. The implications of the findings for coaching practice are discussed, and a description of self-doubt is proposed